• Sky Trees III

    Madina Croce, Sky Trees III, 2014. Oil on Linen, 23 ¾” X 35 ¾”. Collection of the Carlsbad Museum & Art Center, Carlsbad, NM, USA.

  • Beach Scene

    Edward Henry Potthast, Beach Scene. Crayon on Bristol paper, 11 1/8 x 15 1/8 inches. Collection of the Nasher Museum of Art at Duke University.

  • South Beach, Staten Island

    Henry Schnakenberg, South Beach, Staten Island. Oil on canvas, 30 x 36 inches. Collection of the Nasher Museum of Art at Duke University.

Season Poems

English Language Arts

Grade 2

1: A Season for Chapters

4 30-minute lessons

text elements


Why is it important to understand the meaning behind language, vocabulary, and writing style in a text?


I can describe how rhyming words supply rhythm and meaning to a poem, story, or song.
I can describe how regular beats and repeated lines supply rhythm and meaning to a poem, story, or song.
I can use poetry to increase my fluency.

Day 1

Introduction/Prior Knowledge

Put the chart paper up on the board.

Talk about the seasons. Discuss the order of the seasons and write them down on the chart paper in order. Ask students to describe each season and write down the describing words for each season.

Put the chart paper aside and now ask, “What is a poem?”

Write down ideas that the students have and facilitate the conversation in a way that covers the appropriate vocabulary (rhyme, repeated lines, poem, rhythm, poet, poetry, repetition, spelling patterns, alliteration).

Give each student a vocabulary map and have them illustrate each vocabulary word in a way that will make it easy for them to remember what is means.

Inform the students that next time, we will combine our knowledge of seasons and poetry.

Day 2

Revisit the chart paper of the seasons and the vocabulary words that were introduced.

Ask them to review their vocabulary maps and; go over the words and definitions.

Tell students that you are about to read a poem, “Falling Snow”.

Ask them to listen to the poem first and to focus on if they hear any of their vocabulary words.

Read the poem, “Falling Snow”. Ask students about what they heard: (rhyming).

Now show the poem so they are able to read it with you. Read the poem again.

Talk about the spelling patterns and what makes it rhyme.

Ask students why it is important for this poem to rhyme and how the beat helps convey the meaning.

Circle laden, housetops and bare and ask the students at their seat to look up the meaning of these words with either a dictionary or thesaurus.

After identifying the meaning of these words, have the students re-read the poem with a partner.

Have a class discussion about the meaning of each line and what the students see in their minds as they are reading.

Show the Japanese image.

Do the students believe this painting goes with the meaning of this poem? Why or why not? What do they see that makes them say that?

Ask students to look at each line of the poem and see if they can match a line in a poem to something in the image. What do they see that makes them say that?

Recap and ask if there are any questions.

Day 3

Review vocabulary.

Read the poem, “Midsummer Joys”

Ask students about what they heard: (rhyming).

Now show the poem so they are able to read it with you. Read the poem again.

Talk about the spelling patterns and what makes it rhyme and the significance of the capital letters.

Ask students why it is important for this poem for it to rhyme and how the beat helps convey the meaning.

Ask the students why they think the poet capitalized “SUMMER QUEEN,” how it should be read, and how it conveys a certain message.

Circle howling, wealth and sun-kissed and ask the students at their seat to look up the meaning of these words with either a dictionary or thesaurus.

After finding the meaning of these words, have the students re-read the poem with a partner.

Have a class discussion about the meaning of each line and what the students see in their minds as they are reading.

Show images of the two works of art and have the students talk to a partner about which image they think best matches the poem and why.

Come back as a class and share thoughts.

Ask students to look at each line of the poem and see if they can match a line in a poem to something in the image. What do they see that makes them say that?

Day 4

Guided Practice / Application

Revisit the poems and review vocabulary words.

Show “There once was a seed.”

Ask them what is different from this poem compared to the other two poems we read.

Talk about why repeating “There once was a…” helps with rhythm and meaning to better understand the poem.

Partner the students and inform them that one partner will be the reader and the other partner will act out the line. Then, have the partners switch roles. Have them practice 2 or 3 times each.

Emphasize that if you are the reader to be clear and keep with the beat.

After they have time to practice, ask for volunteers to share.

Independent Practice/Homework

Possible Center Ideas based off of this lesson:

  • Creating their own poem with repetition.
  • Illustrating what each line the “There once was a seed” poem means.

Extension

Find a variety of stories/songs/other poems that have rhythm/beats/or any of the above attributes to practice this skill.

Differentiation and Modifications:

Beyond Grade Level: For students that finish early or have a solid foundation on these skills, encourage them to use the thesaurus and dictionary to enrich vocabulary, creativity, and details in their writing. Have the other two poems available so that if partner pairs finish early, they can act out the other previous poems.

Below Grade Level: For students who need additional re-teaching, make sure a word wall is readily available for a resource. Have them partnered with someone who will be willing to help with words. If students need more structure and help, create a small group for them to work with the teacher.

Materials Needed

Vocabulary

rhyme, alliteration, repeated Lines, poem, rhythm, seasons: autumn, winter, spring, summer, poet, poetry, repetition, spelling patterns

Artwork in this Lesson

  • Carlsbad Museum and Art Center
    • Madina Croce | Sky Trees III
  • Nasher Museum of Art at Duke University
    • Edward Potthast | Beach Scene
    • Henry Schnakenberg | South Beach, Staten Island